Historical Discourse: The Language of Time, Cause and Evaluation (Caroline Coffin, 2006)

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73292/1/j.1467-873X.2008.00428.x.pd

Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88105/1/JAAL.53.7.6.pd

The principle of situated practice in literacy learning: students’ perspectives

O artigo resulta de uma investigação realizada no âmbito de uma iniciativa governamental destinada a melhorar os níveis de literacia nas séries iniciais do ensino fundamental em Portugal. A investigadora estudou as representações dos alunos sobre essa experiência por meio da realização de entrevistas em grupo. Este artigo analisa os dados referentes às representações dos alunos sobre uma das dimensões pedagógicas centrais da aprendizagem da literacia, nomeadamente a constituída pela prática situada. A análise qualitativa revela representações muito positivas sobre a prática que situou a aprendizagem, tendo os alunos expressado opiniões e sentimentos extremamente favoráveis sobre a prática de aprendizagem de literacia que experimentaram. A análise dos dados desvelou ainda que o contexto que situou a aprendizagem foi ativo, lúdico, colaborativo e mediado pelas TIC. Esses resultados fundamentam, do ponto de vista único dos próprios aprendentes, uma redefinição do entendimento atual do princípio da prática situada da literacia nas séries iniciais do ensino fundamental, no sentido do reconhecimento da centralidade da ludicidade nessa aprendizagem.This article derives from research developed in the context of the implementation of a governmental initiative aimed to enhance literacy learning in primary education in Portugal. The researcher studied students’ representations about their learning experience through group interviews. This article focuses on data concerning students’ representations about one of the central pedagogical dimensions of literacy learning, namely situated practice. Qualitative analysis revealed students’ very positive representations about the practice which situated their learning, as they expressed extremely favourable opinions and feelings. Data analysis further unveiled that the context of learning was active, playful, collaborative, and mediated by ICT. Such results provide foundations for a theoretical redefinition of current conceptions of situated practice by evidencing the centrality of playfulness as learning practice in the education of the first grades of primary education. This is an original contribution made from the perspectives of learners themselves(undefined)info:eu-repo/semantics/publishedVersio

Series Editor's Foreword

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Series Editor's Foreword

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Teaching and Researching ELLs’ Disciplinary Literacies: Systemic Functional Linguistics in Action in the Context of U.S. School Reform Meg Gebhard. New York, NY: Routledge, 2019. Pp. xvi + 281.

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Series Editor's Foreword

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/120488/1/lang12175.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/120488/2/lang12175_am.pd

Teaching and Researching ELLs’ Disciplinary Literacies: Systemic Functional Linguistics in Action in the Context of U.S. School ReformMegGebhard. New York, NY: Routledge, 2019. Pp. xvi + 281.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/152561/1/tesq555.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152561/2/tesq555_am.pd